Pracademics? Exploring transitions and professional identities in higher education.
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| Title: | Pracademics? Exploring transitions and professional identities in higher education. |
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| Authors: | Dickinson, Jill, Fowler, Andrew, Griffiths, Teri-Lisa |
| Source: | Studies in Higher Education. Feb 2022, Vol. 47 Issue 2, p290-304. 15p. |
| Subjects: | Professional identity, Universities & colleges, College teachers, Higher education |
| Abstract: | Within the context of a competitive UK Higher Education (HE) environment, this paper explores the transitions made by former or current practitioners who are now university academics, referred to in this study (and others) as 'pracademics'. Drawing together the concepts of pracademia, academic selves and professional identity, this paper makes a tri-fold contribution. First, this case study examines pracademics' perceptions from a post-1992, UK-based higher education institution (HEI) through collaborative reflexivity. Secondly, it suggests how pracademics' professional self-identities can be fluid and context-dependent. Thirdly, it explores affinities and tensions between academia and practice, and identifies opportunities for building links between them. In doing so, the research makes a number of specific recommendations. The authors advocate for the recruitment of academics with practitioner experience and the facilitation of their effective transition into and within the HEI environment. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Within the context of a competitive UK Higher Education (HE) environment, this paper explores the transitions made by former or current practitioners who are now university academics, referred to in this study (and others) as 'pracademics'. Drawing together the concepts of pracademia, academic selves and professional identity, this paper makes a tri-fold contribution. First, this case study examines pracademics' perceptions from a post-1992, UK-based higher education institution (HEI) through collaborative reflexivity. Secondly, it suggests how pracademics' professional self-identities can be fluid and context-dependent. Thirdly, it explores affinities and tensions between academia and practice, and identifies opportunities for building links between them. In doing so, the research makes a number of specific recommendations. The authors advocate for the recruitment of academics with practitioner experience and the facilitation of their effective transition into and within the HEI environment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2020.1744123 |
